document resume ed 086 888 haines, peter g. · document resume. ce 000 926. haines, peter g. career...
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ED 086 888
AUTHORTITLE
INSTITUTION
SPONS AGENCYREPORT NOPUB DATENOTEAVAILABLE FROM
EDRS PRICEDESCRIPTORS
ABSTRACT
DOCUMENT RESUME
CE 000 926
Haines, Peter G.Career Education: In-Service Teacher Education.Information Series Number 92.Ohio State Univ., Columbus. Center for Vocational andTechnical Education.National Inst. of Education (DHEW), Washington, D.C.nInfo- Ser -927346 p.
Product Utilization, The Center for Vocational andTechnical Education, The Ohio State University, 1960Kenny Road, Columbus, Ohio 43210 ($2.50)
MF-$0.65 HC-$3.29*Career Education; Decision Making; EducationalChange; *Educational Strategies; *Inservice Programs;*Inservice Teacher Education; Instructional Systems;*Management; Models; Program Planning
Career Education poses a challenge for in-serviceeducation and requires management decision making from =ill thediscipline areas and teaching levels. The major theme of this paperis that sound planning and management of a systematic in-servicedelivery system is basic to implementing career education. A planningformat is presented for use in determining the strategy of thein-service effort, the structure of the program to be presented, andthe instructional system which supports the effort. The secon,' themeof the paper is that any in-service program dealing with a majorchange must consider that each school system generally has a largeturnover of personnel, who may have little or no knowledge of careereducation or insight into its operational moaning. A third theseconcerns the need to create an indeptl, understanding of the nature ofcareer education and how it can add meaning and relevance toinstruction. Steps in the strategy for in-service education areoutlined, with a strong recommendation that the school districtassume the cost of the professional retraining for the major policychange inherent in the career education concept. A case study of apreservice career education module is presented as a model for thedesign of an in-service program. Appended are instruments to assistdistrict personnel in evaluating materials for career education andan attitudes survey to assess beliefs toward career education.(Author/VT)
Information SeriesNo. 92VT 020 380
CAREER EDUCATION:IN-SERVICE TEACHER EDUCATION
ERICCLEARINGHOUSE ON VOCATIONAL
AND TECHNICAL EDUCATION
ACKNOWLEDGEMENTS
The profession is indebted to Peter G. Haines for his scholarship in the preparation ofthis report. Recognition is also due Robert E. Norton, The Center for Vocational and Tech-nical Education, for his critical review of the manuscript prior to final revision and publica-tion. The development of the publication was coordinated by Paul E. Schroeder, and PaulaK. Kurth provided the technical editing.
Robert E. Ti-ylorDirectorERIC Clearinghouse on Vocational
and Technical Education
The material in this publication was prepared pursuant to a contract with the National Insti-tute of Education, U.S. Department of Health, Education and Welfare. Contractors under-taking such projects under government sponsorship are encouraged to express freely theirjudgment in professional and technical matters. Points of view or opinions do not. therefore.necessarily represent official National Institute of Education position or policy.
THE CENTER FOR ViNATIONAUAND TECHNICAL EDUCATION
Phone (614) 486-3655
Janua-..:y 9, i97
ERIC Clearinghouse on Career EducationNorthern Illinois University204 GurlerDeKaib, IL 60115
Dear Sirs:
THE OHIO STATE UNIVERSITY1960 KENNY ROADCOLUMBUS, OHIO 43210
Attached are two (2) copies of Car:ler E(iucation In-Service Teaches
which we would like considered for input into Research in Education (RIE).
The following availability for the document should be noted in the ERICresume: Product Utilization
The Center for Vocationaland Technical EducationThe Ohio State University ($2.50)
1960 Kenny RoadColumbus, Ohio 43210
We would appreciate receiving the pre-addressed, return post card whichis attached to the cover page of the document. Receiving the informationon this card will enable us to advise requestors concerning ERIC availabilityfor the document.
Your cooperation and assistance are greatly appreciated.
P.oy L. Butler
Information Acquisitions
sI:a
Attachments
Information Series No. 92VT 020 38()
CAREER EDUCATION:
IN-SERVICE TEACHER EDUCATION
Peter G. HainesProfessor
Business and Distributive EducationMichigan State University
ERIC Clearinghouse on Vocational and Technical EducationThe Center for Vocational and Technical Education
"['he Ohio State University1960 Kenny Road Columbus, Ohio 43210
1073
FOREWORD
Career education as a visible and viable theory of educational reform came on the Amer-ican scene as an identifiable entity circa 1971 and since then has received much attention notonly in the professional press, but more importand:' in the public press. Proposed as a majorintegrative thread for the entire K-12 curriculum, career education is an attempt at curriculumreform of a magnitude greater than most such efforts: (1) embodying the community andthe world of work as a base; (2) resting on the giant, free enterprise system of the U.S.A.;
requiring a professional movement of equal forceeveryone in a school district mustunderstand it and make it operational if it is to be implemented: (4) requiring that all teach-ers. counselors, administrators, and support personnel know their practicing role in light ofchanged goals; and (5) involving the use of new materials constantly being developed, testedand adopted.
In short, career education, if it is to succeed, poses a very large challenge for in-serviceeducation. Unlike sonic past educational innovations, it impinges not on one discipline area,one level of teaching. one method, or one scheduling adaptation; rather it impinges on everypupil at every grade. and hence upon everyone and everything in the district and in the com-munity. A few workshops and in-service days will support some types of educational reformbut they are inconsequential when compared to what we face in career education. What isneeded is a management effort characteristic of the best personnel training efforts, whichevidences input into decision-making from all the groups involved.
INTRODUCNION
CONTENTS
STRATEGIES FOR IN-SERVICE EDUCATION
District Responsibility for In-service Education 4
Steps in Outlining the Strategy 5
Development of Broad Competencies 7
Desired Competence Levels 9
A Final Checklist
STRUCTURING THE IN-SERVICE EFFORT 13
Encouraging Participation 13
Meeting Teacher Needs 14
Determining Attitudinal Change. 15
Determining Program Content 1-5
AN INSTRUCTIONAL SYSTEM CASE STUDY 17
The Setting 17
The Program Structure 17
Feedback and Evaluation 19
SUMMARY 19
APPENDIX A
APPENDIX B 27
BIBLIOGRAPHY 37
INTRODUCTION
If career education is the major educational reform it appears to be. it will impact uponevery subject. every grade, and every pupil in the district. As such, it poses an in-service prob-lem for the district: a problem with two basic components which the management must con-,sider. First. those charged with the curriculum development programs must decide what is tobe tau,ht. and outline the competencies which are to be required of students in every aspectof career education. The second management problem rests in ensuring that every adminis-trator. teacher, counselor, and support person can understand career education as a concept,relate it to the world of work as it exists in a technological society, and deliver it in terms ofthe learning experiences needed by every student.
One can hardly travel the length and breadth of a state such as Michigan. or visit variouscommunities around the country, or attend national professional meetings without hearingthat various districts have been engaged in career education workshops, conferences, andother in-service meetings. It is evident from these activities that there is a good deal of energydevoted to helping the personnel in these districts understand career education and developingimplementation techniques. It appears that sonic districts are undertaking one-shot" in-service activities, while others are planning and conducting sequential activities. But generallyeach is going its separate way and few are reporting ia detail what they are doing.
There is a substantial body of literature now in the professional journals and in the publicpress about career educationits purposes. goals, and presumed outcomes. Supporting this isa body of literature, again of a substantial nature, which is related to selected aspects ofcareer education such as career development. and the role of the social studies. There is.however, very little literature available which describes and details in-service education pro-grams regarding the strategy or goals sought. the target groups being served, or the methodologyor techniques of such programs.
As one would recognize from reviewing professional literature and hearing professionalpresentations at various meetings and conferences, there arc a good many definitions of careereducation. For the purpose ,-,1 this publication, the concept of career education and its oper-ational visibility as identified in a matrix of elements and outcomes developed by The Centerfor Vocational '1-c...clinical Education, is accepted as a base point. This particular model empha-sizes the concept that career education is a responsibility at all grade levels and in every sub-ject matter area.
The major theme of this publication is that sound planning and management of a sys-tematic in-service delivery system is basic to implementing career education. A format isprovided to assist in-service personnel determine the strategy of the in-service effort: thestructure of the in-service education program or programs: and the instructional system,including methods, materials, and manpower. This concept is shown in Figure 1. The three-step development shown is as appropriate to a one-time training session as it is to a very com-plex, long-term effort involving various aspeLts of the district's personnel and various stagesof competency development.
A secondary theme of this publication is that any in-service program dealing with amajor change must consider that there is generally a large turnover of personnel within aschool system. If it could be assumed that all incoming or newly hired personnel were com-petent to implement a given curriculum thrust, then the in-service education program couldbe reduced over a period of years until it was no longer needed. However, the present stateof pre-service education provides almost no acquaintanceship with career education. Thismeans that each school can expect most of its newly hired personnel, at least those withoutprior teaching experience, to have little or no knowledge of career education. Even if theydo understand the basics of career education, it is probable that they have little or no realinsight into the operational meaning of career education in the classroom.
A third theme is that the career education reform movement should not be viewedprimarily as a methodological thrust. It is not solely or even primarily a question of how totrain teachers to insert career development concepts into the subject or grade level that theyteach. While this will be a major factor in terms of final implementation, it should be obviousto all who have worked with educational personnel that unless they understand why thechange is needed, the task cannot be completely accomplished. Therefore, it appears thatone of the major in-service (teacher educator) problems is that of creating in every staff mem-ber an in-depth understanding of the nature of career education and how it can add meaningand relevance to instruction for all students.
STRATEGIES FOR IN-SERVICE EDUCATION
In-service education begins with development of a strategy including who is to he involved,their needs, and the expected (Aitcomes. This is shown in Figure 1. The strategy may beeither short range or long range but accountability begins with defining what is to be accom-plished and how it is to be measured.
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Deyeloping a strategy means that the school !Mist have in writing a definitive positiontoward career education and what it Wishes to aCcollirlish Within the school as well as outside the school. A statement of foals should detail alld undergird the broad position state-ment of support.
District Responsibility for In-service Education
Career education requires major change involving many aspects of the school and com-munity. so the question of in-service education is larger than the school itself. Managementmust determine early whether or not career education is to be a district-wide program andthe level of funding which is to be invested.
There is little doubt that the field of education is the only component of the Amercanbusiness-industrial-governmental structure that generally requires its employees to obtaintheir own professional upgrading on their own time and at their own expense. This policymight he defended on the basis that since the individual is free to move from one employerto another and is in charge of his own professional development. he bear the cost. However.if a district adopts the concept of career education as a major change. it is asking its employeesto retrain and upgrade themselves to carry out the policy.
It is strongly reCOMIllended, therefore, that the school assume the cost. including thetime of the individual. To do otherwise implies that personnel ill the school should use theirown time and money whenever the school decides to embark on a slat in educational direc-tion. This is hardly an acceptable or logically supportable position.
Another iinportant decision is determining whether the in-service education programshould be organized on a district or building level. Teams of teachers. administrators. andsupport personnel within a given building can make a prop am operational for a definedstudent body and presents a strong argument for this kind of organization. While the build-ing level may seem appropriate for implementation, it should be recognized that the buildingswithin a district should relate to each other. The subject matter designations which crossbuilding lines are focal points for the implementation of career education objectives. Theseconcerns are particularly relevant after grade six when the offerings tend to be structuredinto departmental or subject matter areas.
The district should also ask itself whether or not it wishes to be an integral part oldUnified, multi-district effort. In sonic states there are larger or supernumerary districts suchas the county organization. encompassing Many of the local districts. Where a local districtis part of a larger organiLation, the strategy of the district may be dictated not only by its
4
internal objectives but also by those with whom it is acting in concert. Career education inmany states has Lecorne a concept endorscd by the state edu..-...aiional agency and is, therefore.a matter ot top priority tor educational goal setting for all districts in the state.
Steps in outlining the Strategy
The first step in strategy development is to identify the target audiences for in-serviceeducation. Thule may be defined by various roles such as:
1) Their line relationship in the school including line administration, classroominstructional staff and support personnel such as librarians and instructionalmedia personnel.
Their role as it is related to any kind of departmental offerings such as thesocial studies department.
3'. Their role as they see it in terms of various professional associations towhich they belong.
Their role as they see it as informal groupings or what may be termed insome fashion. "The Cliques...
Each target group must be defined by contact category and by role. In a sense, the group towhich each belongs will determine the psychological set (or attitude) which each brings tothe in-service education program. The school's strategy in recognizing the various sets willpay dividends. Any new educational thrust requires the approval of the individuals who areseen by staff as the Icgitimizers and the approval figures. The function of legitimizing indi-viduals is well documented in the literature on the change process.
The second step in defining the strategy is to develop for each target group a table ofthe competencies desired. A table outline is shown in Figure 2. The competencies willinitially he awareness and understanding. and later, those concerned with operational effec-tiveness in terms of the role of each individual per his assignment within the school. Forexample, the teacher as well as the librarian may need to be able to evaluate materials forclassroom use, but the administrator may not he required to have any competency in thisarea. On the other hand, the administrator may require extensive development of his com-petency in explaining career education to comillUnitV groups while the teacher may require0,11; a minimum competency in this area. The development of an in-service education programstrategy requires a careful outlining of the competencies needed by each target group.
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The third step in strategy development involves the question of who will provide plan-ning input. There are two basic questions to be answered:
Which target groups can provide information?
Which groups will be affected by the in-service program?
When target groups have been identified, the strategy defined. and the strategy outlined.the in-service program can be finalized. A management decision is necessary, to determinewhether the program is to be short or long range. It is quite possible that both short andlong range goals can be combined into a program statement which includes short range goalsfor some groups, intermediate goals for others, and long range goals for the entire school.This decision is a part of the first step. At this point, the team devising the strategy mustsubmit the overall plan to those who legitimize it and will support it for the duration of theprogram.
Development of Broad Competencies
A modified education program for all students, teachers, and administrative personnelrequires an in-service program large enough to have significant impact. The economics of thetask, a necessary input into management decisions, can be estimated by using the manningtable shown in Table 1. This "manning table'' shows personnel numbers by target groups, andallows for changes in the school's roster. It is especially important to know the number ofnew personnel who have joined the school and whether they are trained in career education.
The needs of various school personnel for in-service education appear to be best derivedfrom an analysis of the requirements of an operational career education program and anassessment of what each group of personnel bring to it. It cannot be assumed that the staffhas the professicnal competence to carry out their assigned instructional or administrativefunction. Some new skills. attitudes. and understandings may be needed.
Career education appears to require several basic competencies:
An understanding of the current world of work situation in our technologicalsociety including acquaintanceship with the basic occupational cluster approach.
An awareness of the cruciality of the job in our society as a basis for economicsupport for each individual. with an accompanying awareness that job satisfac-tion is not materialistic but humanistic.
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Accepting that career education will require very little in terms of new coursesor units of instruction. but rather. will require a refocusing of the content of
by applying it to real life situations and the developmental needsof youth.
4) Understanding the career development process and how to apply it in teach-ing situations.
Desired Competence Levels
The strategy involves determination of the level of competence sought by each partici-pant. Specifying this end product becomes the basis for the evaluation which will answerthe question. "Did we achieve the goal?' The goal specification step likewise provides inputfor decisions about the structure of the effort and the kinds of manpower. materials, andmedia to be employed.
The areas of competence might be:
1) Acquaintanceship with the basic concept of career education, its major sub-goals. and its developmental stages.
2) Knowledge of the career education matrix by grade and content area.
3) Acceptance of the need for career education in the school and the communityand ri serve as a change agent.
Operational ability to devise career education objectives suitable to ones role:and to select materials. method, and media appropriate to the objectives.
5) In-depth competence to design. engineer, test and disseminate new strategiesand materials for use in the school.
Determini:tion of broad goals such as those above should he followed by specilking themin performance terms for each target participant group (elementary building administrators.secondary faculty, and special education personnel). The involvement of representatives ofthe user and implementor groups is vital to a realistic appraisal of achievable goals, to mod-ification as the groups move up the scale of competency, and to the evaluation and feedbackprocess as the in-service program progresses.
9
The user and implementor group representatives will also become the -legitimizers- ofthe thrust. They probably will emerge as the continuing leadership cadre who posses thecapacity and commitment to implement change over the long-term and to sustain the momen-tum during the inevitable periods of "failure to meet expectations.-
The history of large-scale research and development efforts in curriculum reform evidencethe need for leadership groups to continually reinforce the teacher or implementor while theyface the frustrations of not being able to accomplish all they set out to do. The in-serviceprogram must include provisions for meeting such personal needs of the participants. Inparticular. the classroom teacher who is "on the firing line- must perceive or c perienceexamples of colleague and administrative action which are supportive of the teacher's effortsand which sustain their ego during periods of failure and frustration.
A Final Checklist
The in-service education program begins with the development of a strategy which is anamalgamation of the opinions. concerns. and commitments of the various target groups in thedistrict. These include the governing board, the appointed community groups. the line admin-istrators. and the instructional staffing groups.
If an in-service program is to succeed, the groups, who are responsible for its implemen-tation. must be prepared to answer the following -go or no -go" questions:
Over what time span are we willing to commit ourselves to a plannedprogram of curriculum development as well as associated developmentof professional and community personnel?
What amounts of financing will be committed to provide the necessaryresources for the in-service programs? What are the sources?
3) To what degree will in-service education be expected as a part of eachemployee's professional development for an advanced degree?
4) Is our goal that of providing a cadre of leadership personnel and imple-menters as opposed to bringing all district personnel up to sonic minimumof competency reg,arding, career education?
5) Will the program operate primarily on the building level. on a subject matteror discipline basiS. or be seen as a district-wide endeavor encompassing alllevels and subject matter areas?
6) How arc we planning to bring all newly hired perscinnel up to the minimumstandard expected in .our district in career education prior to the time theyenter the classroom or engage in other district responsibilities?
7) To what extent is the district prepared to support increased teacher corn:petence with appropriate instructional resources including materials, media,and needed community experiences by students?
8) Can the district be moved ahead totally and in concert or must the careereducation thrust be spearheaded by the forward movements of selectedgroups within selected buildings?
9) Are district personnel sufficiently prepared to carry out the in-serviceprogram or must we secure the commitment or help from professionalor outside agencies. groups. or consulting organizations?
10) To what degree are we willing to state career education competencies forour personnel in behavioral terms and be willing to hold each person account-able to a minimum standard?
.11) Are all groups within the district. including administrators, counselors,instructional personnel. and support personnel. willing to engage to thesame degree in the training needed to bring them to a minimum level ofcompetence which is respected by other groups?
12) To what degree is the district willing to have in-service programs led bypersonnel in the district as opposed to Professional employees from outsidethe district?
13) Will a total in-service program for career education in any way negate theother in-service goals which we have adopted previously and are currentlycm-going? If so. are we willing to make a fundamental shift in our basicstrategy and directions?
14) Do we believe that career education is viable. sufficient for investing in along term strategy or arc we in a position of looking at an immediate problemcommitment?
5) Can personnel be released from their assigned duties to act as leaders of thein-service program or do we expect this to be accomplished by additionalcompensation and commitment of hours outside the regular professionalday?
16) Do we have sufficient resource facilities to set up needed in-service trainingrooms and accompanying collections of professional and instructionalmaterials?
17) Arc we as a district willing to set up a sufficient backup system to provideevery teacher with a cataloging and indexing system which will provide themwith needed instructional materials and media?
18) Is the district willing to back up the in-service program with a district-wideprogram of public relations and publicity which will engender communitysupport from all groups?
19) If the in-service program uncovers areas of weakness in various subject matterareas and or grade levels, will the district commit itself to the necessaryresources to restructure curriculum and instructional materials?-
20) Are we committed to the worth of every individual and are we willing toadjust our curriculum as a result of the in-service program to the needs ofstudent and community groups which are classified as minority and dis-advantaged?
21) Arc we committed to the principle that a job is a crucial aspect of an indi-vidual's life in our society and that his education should be responsive tothis principle.
22) Can we agree that being prepared for an occupation and being preparedto accomplish its demands is a humanistic act which the school shouldsupport?
23) Are we agreed that the resources necessary to deliver common support forcareer education are equally as important as the competencies of districtpersonnel.
12
STRUCTURING THE IN-SERVICE EFFORT
After the in-service education program strategy has been finalized and accepted by alllegitimizing groups, the management continues devising patterns of activity which will bringabout achievement of the goals. At this point. the planners need to determine how clienteleare to be recruit 1d and selected. the competencies needed. the timing and sequence of offer-ings. and the needs and availability of resourLes.
Encouraging Participation
In our society there is a colloquial saving that "at times you have to entice an individualwith a carrot and at other timcs with a stick." A saying such as this which has withstood thetest of time may be equally useful in professional decision making. By analogy, it may bethat the in-service career education porgranl will be one in which all school personnel areurg,e.-I to participate. On the other hand. the concept of career education may be such adeparture from present practice that staff need to uncle -stand and accept its basic missionbefore they are ready to embark on an intensive in-service program. What is implied, is aneed for personnel in the district to determine if soire type of short range and easy-to-acceptin-service program is needed which will sensitize_ district personnel to the merits of careereducation. In other words. there may be a need to "turn-on" personnel before they are readyto engage themselves in an intensive program of staff development.
While the rhetoric of career education is impressive, there will still be many among theadministrative and the instructional staff who will demonstrate a "show-me" attitude. Theretore. enthusiasm needs to be generated so as to produce motivation for a longer range plan.The proposition is that the personnel of a district must be inspired to want to invest theirtime and energy. They must see that this investment will provide a return for them whichcan he perceived as all attainment of thL goals for their own role within the district.
As a corollary, it would be unwise to approach in-service education for career educationon the assumption that the whole thing is something that, as Glaser says, "You oughtawanta. Those involved in planning a career education in- service program will do well torecognize the motivations of each group and include them in the strategy of the plan. Exper-ience has shown that involvement in career education is the very best %Y.av to convince per-sonnel of the need to make an investment in this curricular reform. Rhetoric may impressit seldom ct.nyinces.
13
Meeting Teacher Needs
In-service prog,rain must meet the perceived needs of those participating. The followingquestions or statements illustrate the thinking of some school xraff:
"Career education appears to be a program which pri...vides everyone with a joband an income to spend and is therefore materialistic. I think this conflictswith a humanistic point of view. Asa teacher I have well-defined goals withinthe subject matter and grade that I reach: why should I add something to mycurriculum?"
"I really cannot see forcing .very child to Make a career preparation decisionin grades 9 or 10."
3 "Yes. I believe that we can implement career education by developing a muchstronger guidance program in our junior high school...
4 "I certainly believe in this but we are already doing this in subjects that Iteach."
"Most of the parents in our district can afford to send their children tocollege and therefore we do not 'writ career education."
6 "Except for the professions. most training for jobs will he given to a personby the business or industrial employer."
question Whether We should attempt to sell everyone the tree enterprisesystem with all its faults."
8 "If career education will work. then we can solve our welfare and unemploy-ment problems."
"I see no need to expand a vocational program so that every individual takes'shop' course...
Thee statements were actually proposed by teachers and administrators regardingcareer education. While the are only illustrative of opinion, they are significant in that theyrepresent the need of not only answering questions. but of attempting to dissuade individualsfrom previous conceptualized opinions and positions. As a practical suggestion, it impliesthat the participants in an in-service program should be assessed, in terms of their belief andvalue systems regarding career education. before the program is undertaken.
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1)etermining Attitudinal Change
Opinion-polling Lan assist in setting zip the structure of the in-service education programand provide a basis for determiiiing changes in attitude. It should not he forgotten that theintroduction of a new curricular concept must be based on the values that personnel hold.and that implementation cannot be achieved unless these values correlate with the finalOutcomes in terms of student behavioral change.
A sample opiniunnaire to survey the raluc positions and values held is shown in AppendixA. This opinionnaire should modified to fit the role of individuals in various grades andcontent disciplines as well as their non-teaching institutional responsibilities.
Determining Program Content
The following competencies deserve consideration by the planning group as they struc-ture the content for the target personnel groups within the school district.
Everyone should understand the hierarchal specification of occupations andtheir relevance to grade levels by being familiar with basic sources such asThe Dicticwary olOccupatioual
Those involved in career education must he familiar with, and appreciativeof. the American system of enterprise and economic system within whichthe occupational role is performed.
1) Career development is a process of stages and should be well understood asbeing more than group or individual counseling.
4 Those who have not experienced or observed the scope and diversity of theworld work cannot be expected to relate it in their- roles within the district.
5' Career education requires that personnel evidence their regard for the dignityof work as well as their belief in the need for every individuid to earn thatwhich is needed for a reasonable standard of hying.
();, Career education requires personnel to competently provide in their class-rooms world of work applications of their subject matter which supportgoals for their courses.
15
7) The goals and processes of vocational education must be understood so thatits position in the curriculum can be related to other operational programswithin the K-12 program.
8) Career education requires the knowledge by instructional personnel of howthey can provide "hands-on" experiences.
9) Competence in evaluation of instructional materials and a knowledge ofthese will undergird career education at a given grade and content level isrequisite to making career education operational.
10) Understanding the career education matrix of performance objectives isfundamental to each individual's decision as to the "fit" within their sphereof operation within the district's program.
11) If career education is to become operational, its broad goals must be under-stood and acceptable as a mission of the district,
12) instructional personnel must be competent at selecting materials whichachieve career education goals in their grade and content specialization.
13) Instructional personnel should be competent in recognizing interdisciplinaryrelationships in the achievement of a specified career education goal and beable to eliminate over-lap and duplication of effort.
14) The role of outside agencies and community groups must be specified as totheir contribution in providing learning experiences related to a career edu-cation objective and the appropriate grade and content area for these learn-ing experiences.
1.5) Career education must reflect the national economic perspective of thecountry and, therefore, all who implement it must be grounded in the under-standing of the free enterprise system to which this nation is committed.
1 6) Career education, as a common thrust, is a shared commitment of everyeducator as well as the parents and the community at large. Each personwitttin a district must see his role through in-service education as a partof a team larger than his own role.
16
AN INSTRUCTIONAL SYSTEM CASE STUDY
The questions posed earlier reflect the need to make an in-service program a functioningreality. There are'many ways to accomplish this goal, and an actual case study may help indemonstrating an approach.
The following example describes a pre-service career education module for seniors atMichigan State University. It is presented as a model for the design of an in-service programwhich could be used with newly-employed teachers during the summer preceeding theirfirst year.
The Settini
The module involves elementary and secondary majors who have completed studentteaching and are enrolled in a course called "School and Society," The focus of the coursedeals with social issues relating to education. Each student enrolls in several modules, oneof which is entitled "Career Education." The strategy of this module is that of learningby discovery; that is. (1) finding out about career education by observing it in operation,(2) learning what the terminology of career education actually means as well as seeing thecareer education matrix in perspective, (3) identifying the meaning of the career educationconcept through its application to a given classroom situation, and (4) by inviting the futureteacher to identify how career education can be a viable concept within his value system.
The module is based on the assumption that each enrollee is familiar with career edu-cation but wishes to view it as a possible answer to the role of the school in solving a socialproblem. In terms 12. f the strategy behind this module, the seniors enrolled are assumed tobe typical of the new teachers being hired.
The Program Structure
The module operates for a total of 18 clock-hours including three, chive-hour groupsessions, plus nine clock-hours of outside independent work. This total of 18 hours is quitetypical of in-service education courses. Each pre-service trainee is given a notebook contain-ing a statement of requirements, the instrument for evaluating instructional materials anda training manual, and a set of basic papers. They are:
17
Rinehart, Bruce, "A Comprehensive Career Education Model: A BridgeBetween School and Work." Presented to the Southwest Research Coor-dinating Council (Clearwater, Florida, May 16, 1972) 17 pp. ED 065690 MF S0.65 HC 53.29.
2) Kruger, Daniel H., Manpower Problems arm the Business Community.East Lansing: School of Labor and Industrial Relations, Michigan StateUniversity. 1972.
The initial session is an orientation to career education and the requirements of thepre-service training program. Values and opinions about career education of each enrolleeare assessed by means of a survey instrument shown in Appendix A. This session enableseach enrollee to present his points of view about the need for orientation and training forthe world of work for students in his subject matter area.
The second session involves training each enrollee to make an assessment of instructionalmaterials using the prescribed evaluation instrument and accompanying evaluation material.Two trial runs are held by the instructor. During the third session each enrollee is asked topresent his point. of view regarding the question, "Is Career Education Viable?" At thebeginning of this summary session, each enrollee completes a post-test questionnaire todetermine the degree to which his values or opinions about career education have changedduring the course of the training session.
The assessment instrument used in this training is an adaptation of instruments developedin two national materials evaluation projects (A First Step . , ., 1972; Vocational Education .
1971). The instrument was developed by these national projects to provide evaluativecriteria for public school as well as commercial instructional materials and to provide acomputer-based indexing and classification print-out system.
The instrument shown in Appendix B has been reworked to provide a closer identifica-tion with the role of the classroom teacher in materials assessment. On the basis of its usein pre-service teacher education at Michigan State University, it appears that further adapta-tion is desirable to accomodate each classroom teacher's subject matter and grade levelpoint of view.
The training program presented can be the subject of a considerable experimentalresearch in which the change or shift of values and opinions of the trainees are measured ona pre-test and post-test basis. Analysis factors could include such things as the amount andbreadth of occupational experience, the subject matter emphasis, sex, age, and personality
18
factors. A further research element can be introduced in which this learning by discoverymethod is contrasted to a control group subjected to a standard program of lectures andreadings. Also. the results of this methodology on pre-service teacher trainees could becontrasted with those in administration and teaching with varying amounts of professionaleducational experience.
Feedback and Evaluation
The basic evaluation of the module is in terms of an opinionnaire administered as apost-test. Outcomes are measured in terms of shifts in direction on items from a similarinstrument administered at the beginning of the module. Feedback is also obtained byhaving each participant prepare a three-page paper entitled, "Is Career Education Viable?"The position papers provide an excellent basis for analyzing the professional point of viewin terms of the totality of the concept as it is understood following the module, and interms of the subject matter and grade level of the individual preparing the paper.. Resultsof these two forms of evaluation indicate that learning by the discovery approach indeedproduces an understanding of the basic approach embodied in the career-education concept,and an understanding of the terminology of the matrix.
SUMMARY
In summary, development of an in-service career education program requires soundplanning and management to increase the likelihood of success. Those responsible forprogram development must 11 ot forget that there is a high turn-over of personnel in mostschools, constantly bringing in persons with little or no background in career education.Therefore, one of the major problems of in-service teacher education is developing an indepthunderstanding of career education within each staff member and identifying its implicationsfor student instruction.
Because career education touches virtually every aspect of the school and most of thecommunity, it requires a much larger in-service education effort than most other educationalinnovations. Career education in-service teacher education requires management decisionsregarding:
1) The Strategywho will be involved, the degree of involvement, and what arethe primary goals.
I9
The Structure time frames. program scope. and resources and patterns ofinstruction.
3"1 The Systemspace and manpower requirements, methods and media employed.and evaluation techniqu,es.
This requires the very best management techniques utilizing input from all aspects of theschool and community.
20
APPENDIX A
An Attitudes Survey toAssess Beliefs 'Ioward Career Education
A. PERSONAL INFORMATIONI. Student Number (last 3 digit:, only
Approximate Grade Point Average3. Marital Status: single married ages of children4. Male Female 5. Age Nearest birthday) Yrs,
"), Student teaching completed. Yes Grade Level
Current teaching positionSubject Area
Types of Occupational Experience:Job Title & Duties ;e.g. Clerk-general office duties.
Duration auks) & Time (full, 3/4. 1 /2.1/41 I yr. 1/2 time)
R. Have you received any kind of vocational education or training. YesNo If yes, indicate type of training
9. Type of High School program You were in. Academic : General
Vocational Business : her(Describe)
i Predominenr type of community in which vim grew up. Metropolitan Core:gone or more adjacent cities with a population .d5{1.(HH) or more ,vhich served as[11C CCullotniC ruidl point Id these environs:: Cite: community of 10,000 ru50.000 that serves as the economic focal point of its environs): Town:community of 2.51m to I ()moo that serves as the ec ()mimic focal point of its
environs,: Urban Fringe: a community of :my population sire that has asits economic focal point 1 metropolitan cure ur a ifit1i: COMMUllitV
of less than 2.501).
Developed by Cornelius Sullivan, Ell )A fellow in Vocational Education, Michigan StateUniversity.
11. The size of Your high school graduating class was: less than 100100-199 ; 200-299 : 300 or more
17. What is your racial derivation?13. Please place an "X" in the space corresponding to the income range which most
closely approximates that of the home in which You were raised.A. Under 54,000 ; B. S4,000 to S5,999 ; C. S6,000 to S7.999 ;
D. S8,000 to $9,999 : E. S 10,000 to S14,999 : F. S15,000 andover
14. Indicate the types of experience you have had with children, other than teaching
B. Place an "X" in the spaces which correspond to the item or items which describe thesubject.
1. Career Education is: (a) a major modification of our current education systemwhich deals with what is wrong with the way in which youth move from schoolto work, (b) an idea for helping to make school curricula realistic, by unifyingfragmented programs, (c) a way of providing useful education for all students,whether they plan to enter the world of work or ',() continue their education. (d)a means of building a bridge between school and work for both youth and adults,(e) all of these.(a) (b) (c) (d) (e) .
Vocational Education is: (a) training for employment, (b) career education, (c)a part of career education, (d) includes career education, (e) none of these.
(a) (b) . (c) (d) . (e) .
2.
C. indicate the order in which you feel the items following the statements should occur.Begin with the number I (one) for the earliest and consecutively number each item.
1. The following are smges of an individual's career development from early child-hood to adult life.
(a) orientation to occupational clusters (jobs) and associated life style.(b) preparation to employability level and for some, preparation for
career or advancement.(c) simple economic awareness of "people at work."(d) in-depth occupational exploration and associated development of
cluster core skill and knowledge.(c) self-awareness related to occupational exploration experience with
"people, data, and things."
Ihe stages of c:areer Education are referred to as:
career p ret)ara t in
..-areer awareness
D. Indicate whether you think the following statements arc true or false by placing "T"true or false in the 11,10..' to the kt.t of the statements.
I. The teenage unemployment rate in this country is the highest o.anvwestern nation.For black teenagers. the unrnlhluymrnt rate approximates 0110 out of three.Nearly all students 'cave school in the United States each year with adequatepreparation tor careers.
4. over 31r-,., of the elementary ;Ind Ncoffiddry school students in the UnitedStates bcconic dr:Ipouts.
5. Many of the dropouts consider school to he irrelevant.o. General curriculum hig,h school students who graduate arc well prepared
for their future endeavors.A large number of students who enter college or specialized trainingprograms do not graduate or complete their training.
8. The Federal Govcrnment has been spending large SLIM', of money III man-power pro rants for youth unable to find their place in Coe labor market.Employers. especially those in large-scale industries. are usually willing tohire youth under 21 vc,Irs.
Our schools, as they exist today, have demonstrated their ability to prepareindividuals fur life's role.
1 1. A person normally spends most of his life pursuing a career.12. Career education is the same as vocational education.13. Carccr cduc,iti11 relates educdtiwi ti) the v,w1(1 of work.14. Carecr development is a life-long proc,ss.
15. Elementary teachers need not be concerned with career education.I o. Career education places limits on the educational and occupational options
of individuals.17. Career education places low emphasis on intellectual pursuits.18. Career education's objectives are the preparation for and the development
of ;t life-long productive career.19. Career education excludes preparation for professional careers such as
Ehos,.. in medicine. engincerin, or education.Th,...re is satisfaction among leading educators with the public schools asthey presently are operating.
23
11. Career education encompasses all types of education.
Vocational educators have the primary responsibility for career education.i. Implementation of career education requires a revision of the complete
instructional program.24. Career education places emphasis upon an early selection of a life-long
career.Teachers at every level have a meaningful role in the career education con-cept.
E. Rate Your reaction to the statement according to how you perceive it or feel towardsit at the moment by placing an "X- somewhere along each of the seven point scalesfrom strongly agree SA to strongly disagree SI). Space is provided at the end of thissection for any comments you JIM y feel ale appropriate to make concerning anv of thestatements.1. Career choice is being forced upon youth at too early an age.
SA SD
2. The subjects and grade levels at which 1 teach or will be teaching can contributetoward a students career goal.SA SD
3. For most students a career choice should be made by the tenth grade.SA SD
4. Students whose families can provide their support after high school can afford topostpone their career choice.SA SD
5. The present curriculum in our schools to quote a noted educator is "neither fishnor fowl. neither truly vocational nor truly academic ....- therefore we shouldmodify it.SA SI)Most of the influential elements of our society have been guilty of promoting theidea that the on:v good education is an education capped by a college degree.SA . . SD
/ . This idea expressed in the previous statement (no. 6) has been transmitted by ourvalues. our aspirations and our silent support. It is snobbish, undemocratic, and arevelation of why schools fail so many students.SA SD
8. Our education has not been spaced out to periods which are more timely for itsuse thus causing an unrealistic separation of sci from work.SA SD
9. Schools arc irrelevant to the real world for most students.SA SI)
1 6. Our 1,)11, faced the dilemma results front the di-parities betweenba-su. to.cs and rii,,,41.1111, the S( .iiid the concerns, problems nee(ls.
and aspirations the \ outh rho are in attendance.SA SI)
1. in!..tructhinal t.itar are related spccificaliv to the needsthe academically able students.
SA SI)12. ('llildren ,ire perinitted tlirkui2,11 the educational system without showing
tnc substantial gains in knowledge or skill from the academic subject matter toychich they are subjected.SA SI)
13. The coinpartmertalized curriculum li()CS nor 11!:CCS!iitate the student's applicationi.)1 the kiRmAll...(ige Lit the classroom.SA SI)
14. Educator; have failed to develop truly viable individualized programs and instruc-tional strategies.SA SI)
15. Educators have never succeeded in adapting programs of instruction to the socio-economic. cultural and ethnic differences of children.SA SI)
16. Contemporary schools emphasize the custodial functions of maintaining disciplineand control of the school it the expense of its educational functions.SA . : Si)
17. True legitimization has never been given to ;Inv educational progruns other thanthe college preparatory.SA SI)
Note: Please indicate below am. comments. reactions. or questions you may wish to state.
AP
PE
ND
IX B
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wor
k"B
.O
rien
tatio
n to
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ster
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obs)
& a
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C.
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t of
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proc
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both
in s
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tude
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catio
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re a
par
t of h
is to
tal c
aree
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and
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stu
dent
will
rec
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at v
ario
us c
aree
rdi
rect
ions
are
rel
ated
to d
iffer
ent t
ypes
of e
duca
tiona
l
prep
arat
ion.
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stu
dent
will
rec
ogni
ze th
e si
gnifi
canc
e of
edu
catio
n (i.
e.. t
he d
evel
opm
ent o
f lan
guag
e. c
ompu
ta-
tiona
l and
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soni
ng s
kills
and
mas
tery
of c
onte
nt k
now
ledg
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s a
prim
ary
mea
ns o
f ach
ievi
ng c
aree
ran
d lif
e go
als.
2.6.
2S
ELF
AW
AR
EN
ES
S
2.1
The
stu
dent
will
com
e to
rec
ogni
ze th
e re
latio
nshi
ps o
f his
inte
rest
s, a
ptitu
des.
and
ach
ieve
men
ts to
real
izat
ion
of h
is c
aree
r as
pira
tions
.T
he s
tude
nt w
ill u
nder
stan
d an
d us
e th
e co
ncep
t of r
ole"
as
a w
ay o
f lea
ruin
g ab
out h
imse
lf in
rela
tion
to h
is c
ultu
re.
2.3
The
stu
dent
will
, thr
ough
com
ing
to k
now
him
self,
lear
n to
und
erst
and,
acc
ept a
nd r
espe
ct h
is o
wn
uniq
uene
ss b
oth
in te
rms
of h
is p
ast d
evel
opm
ent a
nd a
s ch
ange
s oc
cur
in h
im a
s a
resu
lt of
lear
ning
.gr
owth
and
mat
urat
ion.
2.4
The
stu
dent
will
com
e to
und
erst
and
and
reco
gniz
e th
e fo
rces
in h
is e
nviro
nmen
t tha
t inf
luen
ce h
isde
velo
pmen
t (i.e
., so
cial
, eco
nom
ic, e
duca
tiona
l, cu
ltura
l. et
c.)
2.5
The
stu
dent
will
rec
ogni
ze th
at s
elf-
know
ledg
e is
rel
ated
to a
set
or
syst
em o
f val
ues
that
are
uni
que
to h
im a
nd r
elat
e to
his
bei
ng a
ble
to m
ake
choi
ces
and
impl
emen
t tho
se c
hoic
es w
ith p
erso
nal c
om-
mitm
ent.
2.6
The
stu
dent
will
lear
n th
e im
port
ance
of e
stab
lishi
ng (
alth
ough
tent
ativ
e) p
erso
nally
rel
evan
t goa
lsba
sed
upon
an
unde
rsta
ndin
gof
him
self.
2.6.
3A
TT
ITU
DE
S A
ND
AP
PR
EC
IAT
ION
S
3.1
The
stu
dent
will
rec
ogni
ze th
at o
nce
a ta
sk o
r jo
b is
acc
epte
d th
ere
are
cert
ain
resp
onsi
bilit
ies
tohi
mse
lf an
d ot
hers
.3.
2 T
he s
tude
nt w
ill r
ecog
nize
diff
eren
ces
in o
ther
s an
d w
ill d
evel
op to
lera
nce
and
flexi
bilit
y in
his
inte
rper
sona
l rel
atio
nshi
ps.
2.6.
4D
EC
ISIO
N M
AK
ING
4.1
The
stu
dent
will
und
erst
and
the
natu
re o
f dec
isio
n m
akin
g ai
ld r
ecog
nize
the
impo
rtan
ce o
f his
act
ing
resp
onsi
bly
in m
akin
g ch
oice
s.4.
2 T
he s
tude
nt w
ill b
e ab
le to
iden
tify
and
stat
e pe
rson
al (
care
er)
goal
s as
par
t of t
he p
roce
ss r
elat
ed to
mak
ing
deci
sion
s (r
elat
ed to
car
eer)
.4.
3 T
he s
tude
nt w
ill b
ecom
e pr
ofic
ient
in th
e pr
oces
s of
iden
tifyi
ng, g
athe
ring
and
usin
g re
sour
ce in
for-
mat
ion
as p
art o
f the
pro
cess
of m
akin
g de
cisi
ons
(rel
ated
to c
aree
r).
4.4
The
stu
dent
will
rec
ogni
ze th
at th
e de
cisi
on m
akin
g pr
oces
s in
volv
ed id
entif
ying
alte
rnat
ives
and
sele
ctin
g th
e on
e th
at is
reg
arde
d by
him
as
mos
t app
ropr
iate
.
2.6.
5C
AR
EE
R A
WA
RE
NE
SS
5.1
The
stu
dent
will
und
erst
and
the
varie
ty a
nd c
ompl
exity
of o
ccup
atio
ns a
nd p
ossi
ble
care
ers
asso
ciat
edw
ith th
e w
orld
of w
ork.
5.2
The
stu
dent
will
und
erst
and
the
way
in w
hich
occ
upat
ions
and
car
eers
rel
ate
to th
e go
als.
nee
ds a
ndfu
nctio
ns o
f the
soc
iety
.5.
3 T
he s
tude
nt w
ill b
e ab
le to
det
erm
ine
the
basi
c ch
arac
teris
tics
and
qual
ifica
tions
rel
ated
to p
repa
ratio
nfo
r an
d pe
rfor
man
ce o
f the
maj
or ta
sks
asso
ciat
ed w
ith v
ario
us o
ccup
atio
nal r
oles
.5.
4 T
he s
tude
nt w
ill u
nder
stan
d th
at "
care
er"
invo
lves
pro
gres
sion
thro
ugh
stag
es o
f pre
para
tion
for
and
the
perf
orm
ance
of o
ccup
atio
nal r
oles
and
may
invo
lve
a ch
ange
in b
asic
voc
atio
nal d
irect
ion.
5.5
The
stu
dent
will
und
erst
and
the
rela
tions
hip
betw
een
an in
divi
dual
's c
aree
r an
d hi
s ov
eral
l life
sty
le.
2.6.
6E
CO
NO
MIC
AW
AR
EN
ES
S
6.1
The
stu
dent
will
und
erst
and
the
rela
tions
hip
betw
een
vario
us o
ccup
atio
nal r
oles
and
rel
ated
per
sona
lec
onom
ics
and
lite
styl
e.
6.2
The
stu
dent
will
und
erst
and
the
rang
e of
soc
ial a
nd e
cono
mic
ben
efits
, ass
ocia
ted
with
var
ious
occu
patio
nal r
oles
and
car
eers
, tha
t are
acq
uire
d in
add
ition
to o
ne's
act
ual s
alar
y or
pay
.6.
3 T
he s
tude
nt w
ill u
nder
stan
d ho
w e
cono
mic
wea
lth is
acc
umul
ated
by
mea
ns o
ther
than
thos
e re
late
ddi
rect
ly to
mos
t occ
upat
ions
or
care
ers
(i.e
. inv
estm
ents
, int
eres
ts, i
nsur
ance
, sav
ings
, etc
.) a
nd h
owth
ese
may
infl
uenc
e hi
s ca
reer
and
life
sty
le.
6.4
The
stu
dent
will
be
able
to e
ffec
tivel
y re
late
his
pre
sent
and
ant
icip
ated
eco
nom
ic s
tatu
s to
the
econ
omic
sta
tus
of th
e N
atio
n, h
is S
tate
and
com
mun
ity a
nd u
nder
stan
d th
e po
ssib
le e
ffec
ts v
ario
ustr
ends
and
cha
nges
may
hav
e on
his
sta
tus.
2.6.
7B
EG
IN
NIN
G C
OM
PET
EN
CY
7.1
The
stu
dent
will
dev
elop
the
plan
ning
and
pro
cess
ski
lls r
equi
red
to id
entif
y th
e ob
ject
ives
of
a ta
sk,
spec
ify
the
reso
urce
s re
quir
ed, o
utlin
e th
e st
eps
nece
ssar
y to
com
plet
e th
e ta
sk, p
erfo
rm th
e ac
tual
oper
atio
ns a
nd e
valu
ate
the
fina
l pro
duct
.7.
2 T
he s
tude
nt w
ill d
evel
op a
n un
ders
tand
ing
of th
e m
ater
ial u
sed
and
proc
esse
s as
soci
ated
with
bus
ines
s.co
mm
erci
al a
nd in
dust
rial
act
ivity
, and
pro
duct
ion
and
will
be
com
pete
nt in
the
use
of th
e ba
sic
tool
s,eq
uipm
ent a
nd m
ater
ials
ass
ocia
ted
with
car
ryin
g ou
t tho
se p
roce
sses
.7.
3 T
he s
tude
nt w
ill d
evel
op u
nder
stan
ding
of
the
fund
amen
tal t
ypes
of
inte
rper
sona
l rel
atio
nshi
ps g
ener
ated
as a
res
ult o
f th
e in
tera
ctio
n of
var
ious
occ
upat
iona
l and
car
eer
role
s (i
.e. e
mpl
oyer
, em
ploy
ee, s
uper
-vi
sor,
wor
ker,
ass
ocia
te, p
rofe
ssio
nal,
Para
pro
fess
iona
l, et
c.)
7.4
The
stu
dent
will
dev
elop
the
educ
atio
nal a
nd o
ccup
atio
nal c
ompe
tenc
y re
gard
ed a
s ba
sic
and
impo
r-ta
nt to
mov
ing
on to
the
next
sta
ge o
f pr
epar
atio
n fo
r an
d/or
ent
ry in
to th
e ca
reer
of
his
inte
rest
.7.
5 T
he s
tude
nt w
ill d
evel
op th
e re
quir
ed e
ntry
leve
l or
in-d
epth
s sk
ills
appr
opri
ate
for
gain
ful e
mpl
oy-
men
t in
an a
rea
of o
ccup
atio
nal i
nter
est.
2.6.
8E
MPL
OY
AB
ILIT
Y S
KIL
LS
8.l
The
stu
dent
will
rec
ogni
ze a
rid
unde
rsta
nd th
e ad
vant
age
and
resp
onsi
bilit
ies
asso
ciat
ed w
ith w
orki
ngin
depe
nden
tly, a
s a
mem
ber
of a
coo
pera
tive
team
and
/or
in b
eing
sup
ervi
sed
or d
irec
ted.
8.2
The
stu
dent
will
thro
ugh
his
educ
atio
nal e
xper
ienc
es, e
spec
ially
in th
ose
area
s th
at r
elat
e to
car
eer
prep
arat
ion,
dev
elop
the
basi
c w
ork
habi
ts r
egar
ded
as n
eces
sary
for
suc
cess
ful p
erfo
rman
ce o
f th
eba
sic
task
s re
late
d to
the
occu
patio
n an
dca
reer
of
his
choi
ce.
8.3
The
stu
dent
will
be
able
to r
elat
e in
form
atio
n ab
out h
is in
tere
sts,
apt
itude
s an
d qu
alif
icat
ions
to h
isse
lect
ing,
lear
ning
and
/or
perf
orm
ing
dutie
sor
occ
upat
iona
l rol
es a
ssig
ned
to, o
r ch
osen
by
him
.
TA
SK
3.0
Wha
to
)utc
nies
will
It
l'nul
tice:
d
3.1
()1)
iet.t
ive;
s::
Sta
tein
lear
iiiin
4 !)
elia
vior
:
3.2
How
Use
d to
Impl
emen
t the
Obj
ectiv
e)s)
?
Mea
ns o
f sh
owin
gco
nten
t is
used
in.1
11 o
ccup
atio
nG
ives
stu
dent
pra
ctic
e in
app
lyin
g co
nten
tto
.111
occ
upat
iolia
l pro
blem
Prov
ides
new
con
tent
for
all
stud
ents
Res
tate
s ao
nten
td
w.1
Gie
s gr
oup
(Ice
lear
ninl
zG
ives
indi
vidu
al th
e op
port
unity
to le
arn/
prac
ti, e
Prov
ides
new
con
tent
for
indi
vidu
al s
tude
nt n
eeds
IV. I
TA
SK
4.0
Wha
t Doe
s It
Inv
olve
As
Spec
ial C
ondi
tions
For
Use
'
4.1
SP
EC
! AL
EQ
UI E
ME
NT
S
4.1.
1E
QU
IPM
EN
T &
FA
CIL
ITIE
S
(Not
App
licab
le)
1.O
pen
spac
e. m
ultip
le g
roup
Spec
ial f
acili
ties
3.Sp
eci 1
i equ
ipm
ent
4.Sp
ecia
l tra
nspo
rtat
ion
5.O
ther
:
4.1.
2PE
RSO
NN
EL
AN
D S
TA
FFIN
G
!Not
App
licab
le)
A.
Tea
m te
achi
ngR
.D
iffe
rent
iate
d st
affi
ngC
.L
ow p
upil-
teac
her
ratio
D.
Para
prof
essi
onal
sup
port
E.
Peer
stu
dent
sup
port
F.
Spec
ial s
uppo
rt p
erso
nnel
G.
Spec
ially
trai
ned
inst
ruct
orH
.O
ther
:
4.1.
3SC
HE
DU
LIN
G &
OR
GA
NIZ
AT
ION
4.1.
6SP
EC
IAL
LE
AR
NIN
G c
omw
rioN
s
(Not
App
licab
le)
1.U
niqu
e gr
ade
orga
niza
tion
2.O
utsi
de n
orm
al d
ay/y
ear
3.M
odul
ar o
r fl
exib
le s
ched
ule
4.C
omm
unity
org
aniz
atio
n ba
sed
clas
sroo
m5.
Indu
stry
bas
ed c
lass
room
6.B
usin
ess
base
d cl
assr
oom
7.O
ther
:
4.1.
4C
OM
MU
NIT
Y R
ESO
UR
CE
S
(Not
App
licab
le)
1.V
olun
teer
sup
port
. gen
eral
or
spec
ific
2.In
dust
ry/b
usin
ess
inst
ruct
ors
3.C
omm
unity
age
ncy
supp
ort
4.W
ork
expe
rien
ce s
tatio
ns5.
Oth
er:
4.1.
5PE
RSO
NN
EL
FA
CT
OR
S
Cou
ld a
sta
ff m
embe
r -s
e th
e ite
m w
ithou
ttr
aini
ng?
Yes
No
If n
o. w
hat a
rea
of tr
aini
ng is
nee
ded?
Is th
e ite
m d
irec
tly a
imed
at a
stu
dent
with
a s
peci
alle
arni
ng, n
eed:
:Y
esN
o1.
Rea
ding
dis
abili
ty2.
Vis
ual h
andi
cap
3.A
ural
han
dica
p4.
Eth
nic
grou
p5.
Ove
r-ag
e6.
Oth
er:
4.2
DE
SCR
IPT
OR
S
Not
App
licab
leA
.Pr
e-te
stB
.
C.
D.
E. F. G.
H.
I. 1- K.
L.
M.
Post
-tes
tSy
stem
atic
pro
gram
of
eval
uatio
nC
rite
rion
r2f
eren
ced
test
sO
utlin
e of
con
tent
act
iviti
es
Tea
chin
g su
gges
tions
Alte
rnat
ive
lear
ning
/teac
hing
act
iviti
esSu
gges
ted
reso
urce
sB
iblio
grap
hySa
mpl
e st
uden
t mat
eria
lsG
uida
nce
mat
eria
ls
1n-s
ervi
ce tr
aini
ng p
rogr
amSt
ate
rela
tions
hips
to o
ther
are
as o
f th
ecu
rric
ulum
N.
Prov
isio
ns f
or in
divi
dual
ized
. sm
all
grou
p. la
rge
grou
p in
stru
ctio
n0.
Out
-of-
scho
ol a
s w
ell a
s in
-sch
ool
expe
rien
ces
P.G
oals
and
obj
ectiv
es f
or le
arne
rs
Q.
Stat
emen
t of
desi
red
entr
y le
vel
com
pete
ncie
s of
the
lear
ner
V.
TA
SK 5
M-
WH
O S
HO
UL
D U
SE I
T &
WH
EN
?1
5.1
RE
CO
MM
EN
DA
TIO
NS:
R.
S. T.
V.
Prog
ram
org
aniz
atio
n an
d ad
min
istr
atio
ngu
idel
ines
Sugg
este
d co
mm
unity
rel
atio
ns a
nd c
omm
unity
agen
cy s
uppo
rt p
rogr
ams.
whi
ch m
ay in
clud
e
pare
nted
ucat
ion
Stud
ent u
se m
ater
ials
.e.
g..
wor
kboo
ks.
sam
ple
form
s. te
sts.
etc
.O
ther
:
ASS
ESS
OR
:
UI
DA
TE
:
BIBLIOGRAPHY 1
A Cooperative Developmental Workshop for Career Education in Lancaster County. FinalReport. New Holland, PA: Eastern Lancaster School District. 1972. 77 pp.ED 072 236 MF 80.65 HC 83.29.
A First Step Toward Career Education. A Project to Identify, Compile, Catalog, Analyzeand Assess Past and Present Career Education Efforts to Support Comprehensive CareerEducation Model I Objectives. Volume 1 and Volume IIAppendices. Scottsdale, AZ:Palo Alto Educational Systems. Incorporated. 1972. 251 pp. ED 060 224MF 80.65 HC 89.87.
Budke, Wesley E. Review and Synthesis of information on Occupational Exploration.Information Series No. 34. Columbus. OH: The Center for Vocational and TechnicalEducation. The Ohio State University. 1971. 86 pp. ED 056 165 MF 80.65HC 53.29. Also available from the Government Printing Office, 80.55.
Career Education: A Handbook for implementation. Baltimore: Maryland State Depart-ment of Education. February, 1972. 102 pp. ED 062 251 MF S0.65 HC 86.58.Also available from the Government Printing Office. Catalog N. HE5.6/2:c18, $0.55.
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1 Bibliographical entries followed by an ED number arc generally available in hard copyor microlische through the Educational Resources Information Center (ERIC). This avail-ability is indicated by the abbreviations MF for Microfische and HC for hard copy. Orderfrom ERIC Document Reproduction Service (EDRS). P.O. Drawer 0. Bethesda. Maryland20014, Payment must accompany orders totaling less than S10. Documents available fromthe Government Printing Office may be obtained from the Superintendent of Documents,Government Printing Office, Washington. DC 20402.
37
Herr. Edwin L. Review and Synthesis of ::oundations for Career Education. PreliminaryEdition. Information Series No. 61. Columbus. OH: The Center for Vocational andTechnical Education. The Ohio State University. 1972. 85 pp. ED 059 402MF S0.65 HC 53.29.
Hoppock, Robert and Bernard. "The Occupational Information Consultant: A New Pro-fession?" The Personnel and Guidance Journal. Vol. 49. No. 7 (March. 1971 ). 555-558.
introducing Career Education to Teachers: .-1 Handbook for Consultants, Workshop Leaders,and 'Teacher Educators. DeKalb. IL: Northern Illinois University, Vocational andTechnical Education Division. Illinois State Board of Vocational Education and Reha-bilitation. 1972. 108 pp. ED 067 487 MF S0.65 HC 56.58.
Kruger, Daniel H. Manpower Problems and the Business Community. East Lansing: Schoolof Labor and Industrial Relations, Michigan State University, 1972.
Mathieson. Moira B. Abstract Bibliography of Teacher Education Programs. Fart I ofthe ERIC Clearinghouse on Teacher Education Project on Career Education. Washington,DC: ERIC Clearinghouse on Teacher Education. October, 1972. 92 pp. El) 067 382MF S0.65 HC 53.29.
"Models of Staff Development ." Theory Into Practice. Vol. II, No. 4 (October, 1972),entire issue.
"Models of Staff Development-II." Theory Into Practice. Vol. II, NO. 5 (December. 1972),entire issue.
Norton. Robert E. "In-Service Educ:,.tion: Vital to Career Education Delivery.- Paperpresented at the American Vocational Association Convention (Chicago. December 3,1972). Columbus, OH: The Center for Vocational and Technical Education. The OhioState University. 23 pp. ED 073 264 MF S0.65 HC 53.29.
Rinehart, Bruce. "A Comprehensive Career Education Model: A Bridge Between Schooland Work." Presented to the Southwest Research Coordinating Council (Clearwater.Florida, May 16, 1972). 17 pp. ED 065 690 MF S0.65 HC 53.29.
Rubin. Louis J.. ed. improving lu-Service Education: Proposals and Procedures for Change.Boston: Allyn and Bacon, Inc. 1971. 284 pp. ED 052 154, document not availablefrom EDRS.
38
Schaefer, Carl J., and Ward. Darrell L. A Model for a Comprehensive State Personnel Develop-ment System iu Vocational Education. Final Report. Presentation of a staff paper ofthe 1971 National Leadership Development Seminar for State Directors of VocationalEducation. Leadership Training Series No. 37. Columbus, OH: The Center for Voca-tional and Technical Education, The Ohio State University, January, 1973. 48 pp.ED 068 624 MF 50.65 HC S3.29.
Schmitt, Henry E. Teacher Education for the Culturally Different. Appendix C of a FinalReport. Columbus, OH: The Center for Vocational and Technical Education, TheOhio State University. January, 1973. 38 pp. ED 072 207 ME S0.65 HC S3.29.
Search. and :Assessment of Commercial Career Education Materials. Final Report. Chicago:Peat, Marwick. Mitchell, and Company. 1973.
Vocational Education and the Profession in the 70's and Beyond. Washington, DC: NationalEducation Association Task Force on Vocational Education. May 26. 1971. 24 rp.VT 016 173, MF available in VT-ERIC Set ED 070 816.
Wall. James E.. and Shill, James F. Teacher In-Service Training for Career Education Projectsin Mississippi. Final Report. State College, MS: Research Coordinating Unit forVocational-Technical Education. 1972. 34 pp. ED 073 290 MF S0.65 HC S3.29.
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The mission of the ERIC CLEARINGHOUSE tiN VOCATIONAL. ANDTECHNICAL EDUCATION k to acquire, prowess. and disseminaie research and related information and instructional materials oil vocationaland technical education and related fields. It is linked to the EducationalResources Information Center (ERIC), the national information systemfor education.
PRODUCTS
The information in the ERIC system is made available to usersthrough several information access products. Documents andjournal articles are acquired, selected, abstracted. indexed, andprepared for announcement in these publications. The docu-ment's abstract can be read in the same ERIC publication inwhich it is indexed. The full text of announced documents isavailable from the original source or from the ERIC DocumentReproduction Service (EDRS) in microfiche and hard copy form,
ABSTRACTS OF INSTRUCTIONAL MATERIALS INVOCATIONAL AND TECHNICAL EDUCATION (AIM),a quarterly publication, provides indexes to and abstractsof a variety of instructional materials intended primarilyfor teacher or student use.
ABSTRACTS OF RESEARCH MATERIALS IN VOCA-TIONAL AND TECHNICAL EDUCATION (ARM) ispublished quarterly and provides indexes to and abstractsof research and related materials.
COMPUTER TAPES of AIM and ARM contain resumesof over 6,000 documents on vocational and technicaleducation that have not appeared in RIE.
RESEARCH IN EDUCATION (RIE) and CURRENTINDEX TO JOURNALS IN EDUCATION (CIJE) aremonthly publications. Many of the documents an-nounced in AIM and ARM are also listed in RIE, theCentral ERIC publication. Journal articles reviewedby the Clearinghouse are announced in CUE, the CCMCorporation publication.
CAREER EDUCATION
A new project. the Supportive Information for the Compre-hensive Career Education Model(SI/CCEM), is using theERIC document base to provide information for the devel-opment of the Comprehensive Career Education Model(CCEM). In addition to using ERIC, the project staff ishelping to acquire additional materials for CCEM. Many ofthese are being announced in AIM, ARM, and RIE.
INFORMATION ANALYSIS
The Clearinghouse engages in extensive information analysisactivities designed to review, analyze, synthesize, and interpretthe literature on topics of critical importance to vocationaland technical education. Review and synthesis papers havebeen prepared on many problems or processes of interest tothe entire field. Current emphasis is upon interpretation ofmajor concepts in the literature for specific audiences. Recentcareer education publications have been developed that clarifyand synthesize for program developers and decision-makers thetheoretical, philosophical, and historical bases for career edu-cation.
USER SERVICES
In order to provide information on ways of utilizing effectivelythe ERIC document base, the Clearinghouse provides the fol-lowing user services:
1. Information on the location of ERIC microfichecollections;
2. Information on how to order ERIC access products(AIM, ARM, RIE, and CIJE);
3. Bibliographies on timely vocational-technical andrelated topics such as (1) career education. (2) voca-tional education leadership development, (3) voca-tional education for disadvantaged groups, (4) cor-rectional institutions, (5) cooperative vocationaleducation, (6) information system for vocationaldecisions, and (7) management systems in voca-tional education;
4. Brochures describing ERIC operations and products;
5. Directing users to sources of information requiredfor solving specific problems; and
6. Referral of requests to agencies that can providespecial services.
YOUR INPUTS
Your comments, suggestions, and questions are always welcomedat the Clearinghouse. In addition, any documents you feel arebeneficial to educators may be sent to the Clearinghouse for pos-sible selection and inclusion into AIM, ARM, or RIE.
ERIC Clearinghouse on Vocational and Technical Education1960 Kenny Road
Columbus, Ohio 43210
VT 020 380
DESCRIPTORS*Career Education: *In-service Teacher Education: *In-service Programs;*Management; Decision Making; Educational Change; *Educational Strategies; InstructionalSystems: Program Planning.
ABSTRACTCareer Education poses a challenge for in-service education and requires man-agerm -it decision making from all the discipline areas and teaching levels. The major themeof this paper is that sound planning and management of a systematic in-service deliverysystem is basic to implementing career education. A planning format is presented for usein determining the strategy of the in-service effort, the structure of the program to be pre-sented, and the instructional system which supports the effort. The second theme of thepaper is that any in-service program dealing with a major change must consider that eachschool system generally has a large turnover of personnel, who may have little or no know-ledge of career education or insight into its operational meaning. A third theme concernsthe need to create an indepth understanding of the nature of career education and how itcan add meaning and relevance to instruction. Steps in the strategy for in-service educationare outlined, with a strong recommendation that the school district assume the cost of theprofessional retraining for the major policy change inherent in the career education concept.A case study of a preservice career education module is presented as a model for the designof an in-service program. Appended are instruments to assist district personnel in evaluatingmaterials for career education and an attitudes survey to assess beliefs toward career educa-tion.